REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However,…

REL Appalachia conducted a systematic review of the research evidence on the effects of increased learning time. After screening more than 7,000 studies, REL Appalachia identified 30 that met the most rigorous standards for research. A review of those 30 studies found that increased learning time does not always produce positive results. However,…

This study focused on social and cooperative behavior in traditional science classrooms. Students in 30 junior and senior high school science classes were observed in terms of the amount of time spent on task, or time spent concentrating on the lesson. The physical organization of the classroom, the instructional style of the teacher, and the…

This study of the instructional ecology of 52 high school resource room programs for mildly handicapped students found that teachers instructed in a wide variety of content areas and had high student engagement rates. Instructional practices generally associated with high achievement were not typically employed. Implications for teacher training…

Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)

Successful implementation of Public Law 94-142 demands that teachers have the skills necessary to plan an objective-based, individualized program. Research supports the use of individualized instruction in mainstreamed physical education classes. The concept of learning time gives teachers a way to evaluate their own teaching and their teaching…

In the last decade considerable attention has been directed to the question of how teachers may increase the academic performance of their students. This monograph summarizes the research findings and suggests some underlying principles of effective instruction. Recent research has reinforced findings that teachers who adopt the principles of…

To increase the academic achievement levels of its students, the District of Columbia Public Schools adopted a teacher training model known as Academic Learning Time. A description of the training of observers and teacher trainers is included. (Author/DF)

A review of research findings on context variables in the classroom and their effects on student achievement provided a framework upon which to base conclusions on the following factors pertaining to effective teaching: (1) teacher control of the classroom; (2) adjustment of teacher control of learning activities to student abilities; (3)…

The Teaching-Learning Interaction Study tested the separate and interactive effects of teacher and student entry characteristics on their subsequent classroom behavior, and the effect of that behavior on students' regressed gain, over a school year, in achievement, attitudes toward school, self-esteem, and coping skills. Fifty-three tri-ethnic…

The Middle School Study of Mainstreamed Students sought to establish a foundation for interdisciplinary research on middle school mainstreaming by merging teacher effectiveness and special education practices. The study examined teaching behaviors through macro (classroom) and micro (individual student) analyses of classroom interactions, to…